Relevant bibliographies by topics / Children with special needs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children with special needs'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Children with special needs"

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Lito D. Mallillin, Leovigildo. "SPECIAL NEEDS CHILDREN." Isagoge - Journal of Humanities and Social Sciences 1, no. 1 (May 22, 2021): 97–119. http://dx.doi.org/10.59079/isagoge.v1i1.12.

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The study aims to know the profile of the respondents in terms of age, gender, educational attainment, and monthly family average income of parents and to identify how the support is extended by the parents on their special need children toward their studies along the area of becoming a strong advocate, getting acquainted with school regulation, learning to access additional services, developing relationship with children module tutors, and future of special need children. The descriptive quantitative research design is employed in the study. The subjects of the study are the parents of the special needs children who are enrolled in the different Higher Education Institutions (HEI) both in private and government entities in the GCC country. Twenty (20) parents are topped in the utilization of the study. A non-probability sampling technique is utilized in the study which is purposive sampling because it is appropriate in the development of the study. The results show that there is no significant relationship between the profile of the respondents and how support is extended by the parents of the special need children toward their studies
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Kumar, Dr Subodh. "Emotional Intelligence for Children with Special Needs." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 63–64. http://dx.doi.org/10.15373/22778179/apr2013/24.

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O’ktamovna, Abdullayeva Nargiza. "SPECIAL EDUCATIONAL NEEDS CHILDREN WITH HEARING IMPAIRMENTS." American Journal of Social Science and Education Innovations 04, no. 09 (September 1, 2022): 23–26. http://dx.doi.org/10.37547/tajssei/volume04issue09-04.

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A child with a hearing impairment is a child who, along with the educational needs common to all children, has special educational needs that can only be met through special education. Such training requires a special organization of space and time to achieve those educational goals that, under the conditions of the norm, are achieved by traditional methods.
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Osabutey, Emmanuel Kwaku, and Ba-Etilayoo Atinga. "Dermatoglyphic Patterns of Children with Special Educational Needs." International Journal of Anatomy and Research 9, no. 2.2 (May 11, 2021): 7976–83. http://dx.doi.org/10.16965/ijar.2021.118.

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Background: The present study aimed at finding the finger and palmar dermatoglyphic patterns of students in special school and to discover whether significant dermatoglyphic features exist in students in special school. Materials and methods: Finger and palm prints were taken from 100 students from Garden City Special School which served as the study group and 100 students from “In Him is Life School” which served as the control group. Analysis of quantitative and qualitative traits of dermatoglyphs (Total Finger Ridge Count, atd angle, pattern type, symmetry of palmprint and type of PIC) were performed. Descriptive statistics were used to determine the differences among the groups. Results: Central pocket loop whorl (CPLW) which is an indicator in people with better academic performance was significantly lower (P<0.0001) in individuals in the special school (SS). The atd angle was significantly higher (P<0.0001) in both hands in SS than in CG. The current study revealed that the prevalence of symmetrical PIC was significantly lower (P=0.012) in the SS (39%) compared to CG (67%). Conclusion: Students in special school have unique dermatoglyphic pattern. There were significant differences in certain types of dermatoglyphic pattern observed in students in special school compared to students in normal school. Further study is required to have a baseline data which can serve as a diagnostic tool for early detection of people who need special attention. KEY WORDS: Dermatoglyphics, Patterns, Special, Educational, Needs.
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Maritska, Ziske, Bintang Arroyantri Prananjaya, and Nita Parisa. "SPECIAL MONTH FOR SPECIAL NEEDS CHILDREN." International Journal of Islamic and Complementary Medicine 3, no. 1 (May 10, 2022): 9–12. http://dx.doi.org/10.55116/ijicm.v3i1.32.

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Down Syndrome is one of the most commonly found genetic conditions, a chromosomal abnormality that is. It is caused by an extra chromosome 21 in their body. The extra chromosome itself can be a total chromosome 21, or just part of it. Whatever the form is, it leads to distinct physical features along with associated medical conditions. One of the symptoms of people with Down Syndrome is the cognitive problem where all of them would have various levels of intelligence, making the learning and comprehension process challenging. For Muslims all around the world, Ramadhan is the one special month of the year where everyone would fast. Learning about Ramadhan and conducting fasting during Ramadhan could be challenging for children with Down Syndrome. There is no known absolute contraindication for them to fast, but several comorbidities related to the condition might hinder them from doing fasting.
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Valentine, Deborah P. "Children with Special Needs:." Journal of Social Work & Human Sexuality 8, no. 2 (May 20, 1993): 107–21. http://dx.doi.org/10.1300/j291v08n02_06.

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Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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Nurmukhamedova, Laylo Sh. "LABOR EDUCATION OF CHILDREN WITH SPECIAL EDUCATION NEEDS." American Journal of Social Science and Education Innovations 6, no. 6 (June 1, 2024): 42–46. http://dx.doi.org/10.37547/tajssei/volume06issue06-08.

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A number of laws and decisions of our state have included the measures related to the full education of children with special needs, the support of the society, their integration into the society along with the healthy ones, and adaptation in social life.
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Buzzelli, Cary A., and Nancy File. "The special needs of teachers of special needs children." Day Care & Early Education 16, no. 4 (June 1989): 9–13. http://dx.doi.org/10.1007/bf01619371.

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Fauzan, Norsiah. "Neurotechnology for Special Needs Children." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 319. http://dx.doi.org/10.26417/ejser.v5i1.p319-324.

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This paper highlights the use of neurotechnology to improve the brain dysregulation of special needs children giving an example of a case study on autistic children. Neurofeedback Training (NFT) was preceded by objective assessment of brain activity using Quantitative electroencephalogram (qEEG) to identify the abnormalities of the childrens’ brain waves. Neurofeedback training were conducted based on relevant EEG findings in relation to the children’s medical history and symptoms. Analysis indicate excessive presence of delta wave at the Frontal lobes and posterior regions. NFT were conducted within three months for more than 25 sessions for each protocol starting with Beta training followed by Delta and Alpha protocols. The observations and assessment showed improvement in terms of social interaction and communication and increased Alpha-beta activity in some parts of the brain suggesting improvement in brain regulation.
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Dissertations / Theses on the topic "Children with special needs"

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Tobias, Eliana R. "Learning environments for special needs preschool children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.

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This study looked at four types of learning environments for developmentally delayed 3-5 year old preschool children, namely segregated programs, reversed mainstreamed programs, day care centres, and nursery schools in order to describe and analyze the experiences children have in these settings. Twenty preschool classroom environments were analyzed, forty children were observed to obtain child-child interaction data, twenty teachers were observed and interviewed in order to gather information on teacher-child interaction and type and amount of support services available to the programs and sixty parents of special needs children were interviewed to obtain information on parental involvement. The analysis of the environment indicated that statistically significant differences existed in the data between the scores obtained by the different types of centres. Higher scores were obtained by segregated and reversed mainstreamed programs than day care centres. No significant statistical differences were found between types of settings for child-child interaction and teacher-child interaction, although there were large differences among centres within a type. Special needs children across settings were observed mostly in parallel, solitary, and associative play. Little cooperative and dramatic play was observed across types of settings. Teachers in all types of settings spent a high portion of their time talking to children on a one-to-one basis. Teachers in day care centres spent significantly more time talking to children about matters related to misbehavior rather than academics. Little use of praise and corrective feedback was observed by teachers of special needs preschool children. Greater availability and higher expectations for parental involvement existed both in segregated and reversed mainstreamed programs than in day care centres for parents of special needs children. Support services for preschool programs were very low in the community the research sampled.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Boggs, Teresa. "Adapting Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1515.

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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.

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Harland, Linda Ann. "Supporting teachers supporting children with special educational needs." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019145/.

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The research which forms the basis of this thesis focuses on the developing practice of two local authority support services working in primary schools with the aim of changing the nature of provision for children with special educational needs. In the first case study, four support teachers work, half a week each, for one year in a junior school which appeared to have a high number of children with learning and behavioural difficulties. These support teachers were attempting to change the practice of the classroom teachers in this school. In the second case study, the work of four support teachers is observed, as they begin a change of role, moving from centre-based work with children to supporting the children in class, and trying to change the nature of provision for these children in school. Each case study was conducted over one year. The methodological approach was located within a constructivist paradigm. The methods were interview, observation, questionnaire and documentary analysis. The review of the literature, after examining the background to change within special educational needs provision, and within primary schools, goes on to consider issues particularly pertinent to this research, such as consultant and collaborative teaching skills, personal change and interpersonal skills needed for effective instigation of change. These issues support both the implementation and the analysis of the research. The final part of the thesis addresses the issues arising from the research, such as the training needs of the support teachers and class teachers regarding knowledge of the change process and an awareness of theoretical issues surrounding special educational needs, and dichotomies within the approach of the support teachers towards the process of change. The conclusion examines themes which have emerged from the research and which are applicable to current changes in special educational needs provision.
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Boggs, Teresa, and M. Baker. "Creating Together; Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1533.

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Bouwhuis, Korinne Knowlton. "Psychoeducation Groups for Parents Adopting Special-Needs Children." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2631.

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This thesis evaluated training groups for adoptive parents of special-needs children. It was hypothesized that training would influence parenting stress, stress symptoms, and marital satisfaction, and that helpfulness of training sections would depend upon the status of the participants' children (i.e., foster, adopted, or adoption in process). Data were collected from 15 participants who were sampled through agencies that typically interact with adoptive parents. Repeated measures ANOY As were computed to compare scores on the PSI/SF Parental Distress Subscale, OQ-45, and RDAS across three time intervals. No significant differences were found. Data from a scale of helpfulness were analyzed using descriptive statistics. There was a general trend such that foster parents reported the training groups as least helpful, adoptive parents reported them as more helpful, and participants in the process of adoption reported the highest ratings of helpfulness. Explanations for results are discussed along with implications and recommendations for future research.
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Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.
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Hendler, Darlene Marilyn. "Family therapy with families who have special needs children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23338.pdf.

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Al-Khashrami, Sahar Ahmad. "Integration of children with special needs in Saudi Arabia." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264586.

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Conde, Joann M. "Patterns of verbal communication in children with special needs." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasiveness. Results indicated that children with special needs tended to engage in a greater frequency of helping/cooperative/giving statements as opposed to any other verbal statements. Specifically, positive statements as opposed to negative statements classified their verbal interactions. These children also appeared to demonstrate more internalizing behaviors than externalizing behaviors. The influence of children's behaviors on children's verbal statements was examined. Results indicated that children who evidenced a disability in reading or language appeared to engage in a greater frequency of cooperative or helping statements than their non-disabled peers. Intrusive tendencies may be associated with the following: presence of a reading disability, absence of ADHD, and absence of a disability in written expression. Additionally, the conversations of children with a disability in mixed receptive language tended to evidence a greater frequency of neutral statements when compared to their peers without a disability. Externalizing behaviors also appeared to be associated with increased use of considerate and encouraging statements. Findings also suggested that intellectual ability may be related to children's verbalizations, but unrelated to children's behaviors. Intellectual functioning appeared to be directly related to children's use of rejecting statements. Upon comparing these findings to previous literature on the social communication between children with and without special needs, it is unclear whether children with special needs evidence a shared communicative culture or ability to interpret communication patterns, which results in more positive communicative interactions. This study has implications for appropriate educational placement, the formation of children's friendships, and the social communication of children with special needs.
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Books on the topic "Children with special needs"

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Development, Northern Ireland Council for Educational. Children with special needs. Belfast ((Stranmillis College, Belfast BT9 5DY)): Northern Ireland Council for Educational Development, 1989.

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Solity, J. Children with special needs. London: Croom Helm, 1987.

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Indiana. General Assembly. Legislative Services Agency., ed. Children with special needs. [Indianapolis]: Evaluation Audit, Indiana Legislative Services Agency, 1990.

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Hallberg, Ulrika, and Gunilla Klingberg. Children with Special Needs. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-28513-4.

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T, Bartlett Katharine, and Wegner Judith Welch, eds. Children with special needs. New Brunswick, N.J., U.S.A: Transaction Books, 1987.

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Stow, Lynn. Understanding children with special needs. London: Unwin Hyman, 1989.

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R, Hooper Stephen, and Fallen Nancy H, eds. Young children with special needs. 3rd ed. Upper Saddle River, N.J: Merrill, 1998.

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Price, Margaret S. Special needs children and divorce. Chicago: American Bar Association, 2009.

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Warren, Umansky, ed. Young children with special needs. 4th ed. Upper Saddle River, NJ: Merrill Prentice Hall, 2004.

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Warren, Umansky, ed. Young children with special needs. 2nd ed. Columbus: C.E. Merrill Pub. Co., 1985.

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Book chapters on the topic "Children with special needs"

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Douglas, Jo. "Children with special needs." In Psychology and Nursing Children, 71–98. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22880-5_4.

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Clarke, Raymond W. "Children with Special Needs." In Diseases of the Ear, Nose & Throat in Children, 11–14. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9780429019128-3.

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Whetsell-Mitchell, Juliann. "Children with Special Needs." In Rape Of The Innocent, 227–39. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783475-12.

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Carbines, Robert J. "Teaching Children with Special Needs." In Preparing for Teaching, 54–61. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-11079-7_6.

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Fuchs, Susan. "The special needs of children." In Emergency Medical Services, 379–85. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118990810.ch53.

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Simeonsson, Rune J., and Kristina L. Simeonsson. "Children with Special Healthcare Needs." In Public Health Perspectives on Disability, 191–205. New York, NY: Springer US, 2020. http://dx.doi.org/10.1007/978-1-0716-0888-3_9.

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Dowling, Janet. "Therapeutic storytelling with children in need." In Storytelling, Special Needs and Disabilities, 14–20. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003159087-1.

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Jennings, Sue. "Healing stories with children at risk." In Storytelling, Special Needs and Disabilities, 29–36. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003159087-3.

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Sutton-Spence, Rachel. "Storytelling in sign language for deaf children." In Storytelling, Special Needs and Disabilities, 85–94. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003159087-10.

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Kecskemethy, Heidi H., Elizabeth Szalay, and H. Theodore Harcke. "DXA in Children with Special Needs." In Bone Health Assessment in Pediatrics, 179–203. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30412-0_9.

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Conference papers on the topic "Children with special needs"

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HAHEU-MUNTEANU, Efrosinia. "Early intervention for children with special educational needs." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p192-196.

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The resizing of education from the perspective of children’s rights brings a new approach to the inclusion of children with SEND (Special educational needs) , focused on the quality of early intervention, on their learning needs, on the responsibility of the educational system, as well as on the quality of teachers training to provide quality educational services to both children with typical development, as well as those with SEND and/or disabilities. The process of inclusion of children with SEND in kindergartens in the Republic of Moldova is arduous and difficult. This process, in our point of view, should not be limited in including children with SEND together in the group room and creating integrated educational spaces. In the current context, the integration of children with SEND at the level of early education institutions and beyond, has become ineffective, creating the need for a complex approach to the phenomenon. The need to resize inclusive education is primarily related to the initial and continuous training programs for teachers in the early education system, to the creation of new effective models at the national level, resulting from the current conditions of kindergartens (large number of children in groups, lack of centers of educational resources, supporting teaching staff, insufficient budget level, etc.). For a quality early intervention, it is essential to prepare educational units, including teachers by creating alternative programs with double initial training specializations.
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"Reminiscing training and special needs children." In Education and New Developments 2024. inScience Press, 2024. http://dx.doi.org/10.36315/2024v1end095.

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Min, Tongpil. "A Novel Teaching Method for Children with Autism." In World Congress on Special Needs Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/wcsne.2021.0002.

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Ribeiro, Pedro, Nele Wild-Wall, and Christian Ressel. "Digital Augmentation in Special Needs Reading: Enhancing Inclusiveness." In IDC '24: Interaction Design and Children. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3628516.3659405.

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Kovačič Purgaj, Valerija, and Bojana Globačnik. "Meeting the Needs of Families with Children with Special Needs." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.19.

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Baykal, Gökçe Elif, Maarten Van Mechelen, and Eva Eriksson. "Collaborative Technologies for Children with Special Needs." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376291.

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Alper, Meryl, Juan Pablo Hourcade, and Shuli Gilutz. "Interactive technologies for children with special needs." In the 11th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2307096.2307169.

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Kärnä, Eija, Jussi Nuutinen, Kaisa Pihlainen-Bednarik, and Virpi Vellonen. "Designing technologies with children with special needs." In the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810575.

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Smith, Liz, Kari-Anne Naess, and Chris Jarrold. "Session 11: Special Education | Assessing Pragmatic Communication in Children with Down Syndrome." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0047.

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KOS, Ibolya. "Restorative practices in the activity of children with special educational needs." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p152-156.

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In 2017 I participated in a training on restorative practices. Until that moment I had not heard anything related to restorative practices, which can also be applied in educational institutions not only in justice. I listened with great enthusiasm to the story of the trainer Negrea Vidia who told u show she became the representative of this practices. The purpose of restorative practices is from informal to formal methods: emotional statement, affective questions, conciliation meeting, proactive circle, restorative conferences. Restorative practices can be applied as methods to combat violence and bullying in schools, bot how do I apply as a speech therapist? Children with special educational needs are emotionally vulnerable and needs more attention. In order to establish the relationship of trust and safety with these children, I applied emotional statements and affective questions method. The safety atmosphere created helped to strengthen the children's self-esteem and help the therapeutic-recuperative process of children whit special educational needs. In the activity with children with special educational needs the relationship with parents is very important and also applied the restorative practices.
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Reports on the topic "Children with special needs"

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Коломоєць, Таміла Григорівна. Model of Socialization of Preschoolers with Special Needs in the System of Special Education. Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2017. http://dx.doi.org/10.31812/123456789/4387.

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The relevance of socialization of children with special needs beginning at the stage of preschool age is proved in the article. Critical analysis of scientific works on the socialization’s nature was made. Absence of common opinion on the pointed concept is grounded, and main scientific views on the problem are summarized. Main tasks of special educational establishments are formed, which will allow to improve the process of socialization of children with special needs. Subject-subject character of relationship between an employee of special educational establishment and their pupils is proved. Model of such interaction is built.
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Chatterji, Pinka, Sandra Decker, and Jason Huh. Medicaid Physician Fees and Access to Care among Children with Special Health Care Needs. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26769.

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Sellmaier, Claudia. Fathers Caring for Children with Special Health Care Needs: Experiences of Work-Life Fit. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2632.

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Parsons, Helen M., Hamdi I. Abdi, Victoria A. Nelson, Amy M. Claussen, Brittin L. Wagner, Karim T. Sadak, Peter B. Scal, Timothy J. Wilt, and Mary Butler. Transitions of Care From Pediatric to Adult Services for Children With Special Healthcare Needs. Agency for Healthcare Research and Quality (AHRQ), May 2022. http://dx.doi.org/10.23970/ahrqepccer255.

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Objective. To understand the evidence base for care interventions, implementation strategies, and between-provider communication tools among children with special healthcare needs (CSHCN) transitioning from pediatric to adult medical care services. Data sources. We searched Ovid MEDLINE, Ovid Embase, the Cochrane Central trials (CENTRAL) registry, and CINAHL to identify studies through September 10, 2021. We conducted grey literature searches to identify additional resources relevant to contextual questions. Review methods. Using a mixed-studies review approach, we searched for interventions or implementation strategies for transitioning CSHCN from pediatric to adult services. Two investigators screened abstracts and full-text articles of identified references for eligibility. Eligible studies included randomized controlled trials, quasi-experimental observational studies, and mixed-method studies of CSHCN, their families, caregivers, or healthcare providers. We extracted basic study information from all eligible studies and grouped interventions into categories based on disease conditions. We summarized basic study characteristics for included studies and outcomes for studies assessed as low to medium risk of bias using RoB-2. Results. We identified 9,549 unique references, 440 of which represented empirical research; of these, 154 (16 major disease categories) described or examined a care transition intervention with enough detail to potentially be eligible for inclusion in any of the Key Questions. Of these, 96 studies met comparator criteria to undergo risk of bias assessment; however only 9 studies were assessed as low or medium risk of bias and included in our analytic set. Low-strength evidence shows transition clinics may not improve hemoglobin A1C levels either at 12 or 24 months in youth with type 1 diabetes mellitus compared with youth who received usual care. For all other interventions and outcomes, the evidence was insufficient to draw meaningful conclusions because the uncertainty of evidence was too high. Some approaches to addressing barriers include dedicating time and resources to support transition planning, developing a workforce trained to care for the needs of this population, and creating structured processes and tools to facilitate the transition process. No globally accepted definition for effective transition of care from pediatric to adult services for CSHCN exists; definitions are often drawn from principles for transitions, encompassing a broad set of clinical aspects and other factors that influence care outcomes or promote continuity of care. There is also no single measure or set of measures consistently used to evaluate effectiveness of transitions of care. The literature identifies a limited number of available training and other implementation strategies focused on specific clinical specialties in targeted settings. No eligible studies measured the effectiveness of providing linguistically and culturally competent healthcare for CSHCN. Identified transition care training, and care interventions to
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Tedla, Jaya Shanker, Devika Rani Sangadala, Debjani Mukherjee, Ravi Shanker Reddy, Venkata Nagaraj Kakaraparthi, Kumar Gular, and Snehil Dixit. Quality of life among children with special needs in the Kingdom of Saudi Arabia. A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0016.

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Review question / Objective: The purpose of this systematic review is to find the details of the quality of life among children with disabilities in the Kingdom of Saudi Arabia. Condition being studied: Quality of life is a holistic concept that goes beyond the health dimension. Quality of life is not affected by disability alone but also by the person's experiences. Different disorders affect neurological, sensory, respiratory, metabolic, cardiac, musculoskeletal, hematological, and autoimmune disorders, either prenatal, perinatal, post-natal or during the development of the children. These disorders affect any of the physical, emotional, social, and spiritual domains of the life of children. If any one aspect of domains of life is affected, which in turn influences the quality of life in these children. There is a prevalence of disability in children due to different disorders in the Kingdom of Saudi Arabia. In the current systematic review, we intended to review the quality of life of children with different disorders in Saudi Arabia.
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Villines, Meredith. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.425.

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Kovács, Karolina Eszter, Éva Zita Balogh, Buda Lovas, Péter Boris, and Beáta Erika Nagy. The role of animal-assisted programs in physical health improvement of children and adolescents with special education needs - a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2024. http://dx.doi.org/10.37766/inplasy2024.1.0090.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Rast, Jessica E., Anne M. Roux, Kristy A. Anderson, Lisa A. Croen, Alice A. Kuo, Lindsay L. Shea, and Paul T. Shattuck. National Autism Indicators Report: Health and Health Care. A.J. Drexel Autism Institute, December 2020. http://dx.doi.org/10.17918/healthandhealthcare2020.

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Health and health care are critical issues for many children and adults on the autism spectrum. They may experience more frequent use of services and medications. They may need more types of routine and specialty healthcare. And their overall health and mental health care tends to be more complex than people with other types of disabilities and special health care needs. This report provides indicators of health and health care for autistic persons across the lifespan. Topics covered include overall health, health services, medication, insurance, and accessing services. We need to understand health and healthcare needs across the life course to support recommendations on how to improve health and health care at critical points across a person's life. The purpose of this report is to catalogue indicators to aid in decision making to this end.
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